Quantity Surveying Consultancy BSc _Hons_ - 2008-09 by xiagong0815


									PROGRAMME SPECIFICATION                                                 KINGSTON UNIVERSITY
Quantity Surveying Consultancy, BSc (Hons) – 2008-2009


        Awarding Institution:                   Kingston University

        Programme Accredited by:                RICS and CIOB

        Final Award(s):                         BSc (Hons)

        Intermediate Awards:                    CertHE/ DipHE

        Field Title:                            Quantity Surveying Consultancy

        FHEQ Level:                             Honours

        Credit rating by level:                 120 credits at Level 4; 120 credits at Level 5;
                                                120 credits at Level 6

        JACs code:                              N200

        QAA Benchmark Statement(s): Building and Surveying

        Maximum and Minimum                     Full-time 3 – 6 years
        Periods of Registration:                Sandwich 4 – 7 years
                                                Part-time 5 – 8 years

        Faculty                                 Art, Design & Architecture

        School                                  School of Surveying & Planning

        Location:                               Penrhyn Road

        Date Specification Produced             March 2004

        Date Specification Revised:             February 2009


1.      Title: B.Sc. (Hons) Quantity Surveying Consultancy

        The field is available in the following forms:
        Full field and Major field in accordance with the UMS

2.      Modes of Delivery

        The field is offered in the following alternative patterns:

           Full-time
           Part-time
           Sandwich

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PROGRAMME SPECIFICATION                                              KINGSTON UNIVERSITY
Quantity Surveying Consultancy, BSc (Hons) – 2008-2009

3.      Features of the Field

        Quantity Surveying has been taught for many years at Kingston University and
        the programme is fully accredited by the Royal Institution of chartered Surveyors
        (RICS) and by the Chartered Institute of Building (CIOB). The role of the
        Quantity Surveyor is vital to the construction process and as such Quantity
        Surveyors have an important role to play in ensuring that developments are
        completed to time and on budget. Once regarded as experts in cost estimation,
        the role of the Quantity Surveyor has developed into that of cost consultant and
        project manager. They are employed both within the construction industry key
        players – the contractors’ Quantity Surveyors- and as client representatives –
        the consultant Quantity Surveyors. Both require high levels of numeracy and IT
        literacy and the ability to both manage process and appreciate legal constraints.
        Whilst graduates from Kingston enter both types of employment, the focus
        within the curriculum is on the consultancy specialization.

        It follows that the study of Quantity Surveying is essentially multi-disciplinary and
        students have to develop an extensive and varied knowledge base. It involves a
        synthesis of information and skills drawn from the fields of economics, business,
        law and technology as applied to the analysis and management of the
        construction process. Additionally, the field requires students to develop strong
        presentational and team working skills that are essential requirements within
        modern professional practice. In common with all students on the Surveying
        Modular Scheme, within the curriculum three major strands of study are
        developed. These are:

               Technical and theoretical knowledge
               Business related skills
               Interpersonal skills.

        On completion of the programme, graduates will normally enter the construction
        industry working either for a construction contracting organization or for a
        consultancy. Their work will involve them in all stages of the construction
        process: from initial cost planning studies through to practical completion and

        The orientation of the Kingston Quantity Surveying programme is towards
        consultancy skills development whilst not losing the traditional elements of
        measurement and cost planning. The aim is that students should undertake a
        balanced curriculum in order that they may develop a deep understanding and
        appreciation of the property construction process, from inception to the signing
        off of the completed building. Opportunities are taken within the curriculum to
        introduce students to current and recent research work undertaken by members
        of academic staff and visiting lecturers help to ensure practical currency to the

        In devising the current curriculum, care has been taken to ensure that students
        benefit from interaction with those studying on other surveying programmes,
        thus ensuring an appreciation of Surveying as a holistic discipline, whilst still
        maintaining their professional and academic focus. In particular there is a
        strong relationship with the Building Surveying programme with whom students
        work alongside for many modules. The degree of commonality decreases as
        students progress through the levels.

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PROGRAMME SPECIFICATION                                             KINGSTON UNIVERSITY
Quantity Surveying Consultancy, BSc (Hons) – 2008-2009

        The delivery of the programme is balanced between a lecture-based approach
        and projects to promote skills and applications. Many of the modules are
        technically oriented and the aim of these is that graduates will have learning
        outcomes compatible with the needs of entrants to either/ both the RICS and or/
        the Chartered Institute of Building embarking on structured programmes leading
        towards full professional qualification.

        One of the features of the programme is a Level 5 European Field Trip, which is
        undertaken together with students on the other Surveying programmes offered
        in the School. This provides students with the opportunity to work on a large-
        scale project and develop a deeper understanding of how professionals work in
        teams. Recently this trip has been to Dublin. More recently, at Level 6 a project
        module has been introduced to increase the level of practice based work that
        students undertake. Where possible, the Project briefs are based on live
        proposals to increase the authenticity of the problems being tackled.

        Students without significant work relevant work experience are encouraged to
        choose to take the sandwich mode as this helps them put their theoretical
        studies into practice and it provides a firm foundation for the Level 6 studies.
        Students are supported and monitored through their sandwich year and many
        return to their employers upon graduation.

        The ability to work independently and, perhaps more importantly, think
        independently is vital to professional Chartered Surveyors. Accordingly, at
        Level 6, all students are required to undertake a Dissertation, which involves
        them designing and executing a small-scale research project. The learning
        outcomes of the Dissertation increase the student’s knowledge within a
        specialist area of study, thus allowing depth of knowledge and expertise. It
        helps graduates to develop into flexible, reflective and analytical practitioners.

        The Major field has been designed so that, when the appropriate arrangements
        can be made within the University, it can be offered in combination with, for
        example, languages or business. The Major field is accredited by the RICS but
        not the CIOB


        The overall aims of the programme are to foster:

        The development of students' intellectual and imaginative powers; their
        understanding and judgement; their problem solving skills; their ability to
        communicate; their ability to see relationships within what they have learned
        and to perceive their field of study in a broader perspective. The course
        aims to stimulate an enquiring, analytical and creative approach,
        encouraging independent judgement and critical self-awareness.

        In particular the field aims to produce graduates:
           with perception; with the ability to innovate, to respond to new and unfamiliar
            situations with an imaginative use of knowledge and skills to solve problems
            related to Quantity Surveying practice and who are able to take advantage of
            new opportunities;

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PROGRAMME SPECIFICATION                                              KINGSTON UNIVERSITY
Quantity Surveying Consultancy, BSc (Hons) – 2008-2009

           who have the potential to become, after appropriate further practical
            experience, highly competent practitioners in their chosen field of Quantity
           who are in possession of a substantial core of theoretical and technical
            knowledge about their specialism and in particular who can view
            construction issues within the wider economic and social context;
           who appreciate the role of research in the construction process and within
            the construction and property field generally; and
           who are able to use the above to contribute to the future development of the
            discipline of construction, by their inter-disciplinary knowledge and
            appreciation, either in practice or by research.

        Additionally, for those undertaking the full field:
           with a critical understanding of economic issues as they affect the real
            estate and construction industries.
           who have a critical appreciation of social, economic and environmental
            factors affecting the built environment;
           with appreciation of the management of organisations and their strategies
            and of the legal constraints affecting them;
           a developed ability to demonstrate through the dissertation achievement of
            the aims of the course in relation to one topic area of the student's own
           who appreciate the role of research relating to their subject discipline; and
           who are able to use the above to contribute to the future development of the
            discipline of building surveying and of the wider fields of real estate and
            construction, by their inter-disciplinary knowledge and appreciation, either in
            practice or by research.


1.      Knowledge and Understanding

        On successful completion of the programme graduates should have acquired:

           a wide appreciation of professional issues affecting the procurement and
            construction process and be able to demonstrate understanding thereof;
           an understanding of the law relating to the land, to contracts, to the
            construction process and to matters pertaining to professional practice and
            to have developed a critical appreciation of legal matters relating to their
           a basic understanding of            research methodology and data analysis
           a knowledge of construction, both domestic and commercial and outline
            knowledge of building services;
           the ability to advise critically in relation to design proposals relating to
            building performance, planning and feasibility considerations and thus

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PROGRAMME SPECIFICATION                                                 KINGSTON UNIVERSITY
Quantity Surveying Consultancy, BSc (Hons) – 2008-2009

            become an effective member the design and construction team; in particular
            they should be able to express design matters, visually, orally and in writing;
           a critical appreciation of social, economic and environmental factors
            affecting construction and an introductory knowledge of economic principles
            and their application to both the UK construction industry and beyond.
           knowledge, skill and understanding of the principles of the built environment
            within a business perspective, together with their application in a range of
            complex problem solving situations;
           knowledge and deep understanding of the procurement process and be able
            to take their place within the decision making team handling building
           knowledge in order to advise on procurement matters ably and confidently
            and display an ability to innovate on procurement methods;
           a critical knowledge of the theory and practice of estimating, cost planning
            and pricing;
           skills to enable their use of appropriate techniques to plan, resource and
            manage client assignments
           a sound knowledge of measurement techniques including the ability to
            measure complex structures;
           a working knowledge of post contract duties normally associated with the
            Quantity Surveyor.
           knowledge in the process of change management and people management
           the ability to demonstrate through the dissertation achievement of the aims
            of the course in relation to one topic area of the student's own choosing.

        Additionally those undertaking the full field will have acquired;
           a critical appreciation of the management of organisations and their
            strategies and of the legal constraints affecting them;
           the ability to analyse and evaluate current economic issues as they affect
            the real estate and construction industries:
           a critical appreciation of social, economic and environmental factors
            affecting the built environment;
           the ability to apply their skills and knowledge, though a series of
            progressively more complex projects, to real life and simulated situations;
            the ability to demonstrate through the dissertation achievement of the aims
            of the course in relation to one topic area of the student's own choosing.

2.      Cognitive (thinking) Skills

        On successful completion of the programme graduates should have developed:
           their intellectual, analytical and critical abilities so that they are able to argue
            rationally and in an informed manner in both general matters and those of
            their specific discipline specialism;

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PROGRAMME SPECIFICATION                                              KINGSTON UNIVERSITY
Quantity Surveying Consultancy, BSc (Hons) – 2008-2009

           the ability to draw independent conclusions based upon a rigorous approach
            to data, demonstration and argument;
           the ability to analyse current issues within their discipline such that they can
            debate these with their peer group and their tutors;
           a questioning approach to the acquisition of knowledge;
           a problem-solving approach to their studies; and
           the ability to reflect on their learning such that they are equipped to enter
            practice and undertake responsibility for their continued learning.

        Additionally for students undertaking the full field:

           the ability to argue rationally and draw independent research conclusions
            based upon a rigorous approach to data, demonstration and argument in
            general matters and more specifically in those concerning Building
            Surveying, and the construction and property industries.

3.      Practical Skills

        On successful completion of the programme graduates should have developed
        practical abilities in relation to:
           researching, drafting and the presentation of professional reports, and other
            documents, both practice–orientated and academic;
           the operation of industry standard spreadsheet packages such as EXCEL
            and Microsoft Project;
           the preparation of Bills of Quantities.

4.      Key Skills

        On completion of the field students will have acquired transferable skills to:

        a. Communication Skills
           communicate effectively in writing by the preparation of professional reports
            and in the composing of academic essays;
           prepare and deliver oral presentations with confidence and competence
            compatible with entry to the profession of real estate consultant or advisor;
           enhance oral presentation work by the use of electronic equipment (for
            example the use of computer facilities).

        b. Numeracy
           undertake mathematical calculations sufficient to support their
            understanding of the algorithms underlying the computer software that they
            will be operating;
           demonstrate competence in the preparation and solution (with the aid of IT
            as appropriate) of discounted cash flow and other financial mathematics;

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PROGRAMME SPECIFICATION                                             KINGSTON UNIVERSITY
Quantity Surveying Consultancy, BSc (Hons) – 2008-2009

           demonstrate sufficient fluency in the manipulation of statistical data as is
            compatible with the needs of professionals working within the field of real
            estate, such as simple descriptive and deductive statistics; and
           generally display a confidence and competence with numbers.

        c. Information, Communication and Technology
           demonstrate familiarity with, and competence in, the use of conventional
            word processing, spreadsheet and presentation software;
           interrogate the Web effectively and to use other forms of electronic data
            retrieval; and
           undertake library searches using both manual and electronic means.

        d. Teamwork
           work in teams effectively towards the solution of complex professionally
            related open-ended tasks;
           demonstrate the ability to identify personal strengths and weaknesses and
            those of others in order that team working may be facilitated; and
           appreciate the concept of group dynamics and to show some emerging
            ability to solve problems that occur between group members;

        e. Independent Learning
           demonstrate an ability to work independently at a level compatible with that
            of an honours graduate;
           show understanding of research method, such that they can undertake
            open-ended tasks independently including the collation and analysis of data
            such that independence of thought is shown;
           prepare responses to set tasks by independent investigation including
            appropriate and competent use of literature searching; and
           demonstrate an ability to manage themselves efficiently and effectively in
            relation to their time and work effort.


        The field is part of the University’s Undergraduate Modular Scheme. Fields in
        the UMS are made up of modules which are assigned to levels. Levels are
        progressively more challenging as a student progresses through the field. Each
        level is normally made up of 8 modules each worth 15 credits (or an equivalent
        combination of half and multiple modules in some cases). Typically, a student
        must complete 120 credits at each level. Some fields may culminate in an
        intermediate award (as detailed elsewhere in the Field Specification). All
        students will be provided with the UMS regulations and specific additions that
        are sometimes required for accreditation by outside bodies (e.g. professional
        accreditation) and as outlined below and will be provided in detail for students in
        field handbooks.

        For the Quantity Surveying Consultancy course the modules are all prescribed
        due to the nature of the required learning outcomes and the need to meet
        specific professional body requirements.

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PROGRAMME SPECIFICATION                                            KINGSTON UNIVERSITY
Quantity Surveying Consultancy, BSc (Hons) – 2008-2009

        Students following the part-time route undertake a work based learning module
        in place of the Project module. This ensures that they develop an ability to
        apply theory and practice on a continuous basis as they progress through the

        Students following the Sandwich route undertake a year’s experience in practice
        after successful completion of Level 5. This year is normally eligible to count as
        part of the period towards the RICS Assessment of Professional Competence,
        as long as the work placement is approved for this purpose.


        At Level 4 all three main strands of the curriculum are introduced and the
        emphasis is on establishing a firm grounding within the discipline. At this level,
        with the exception of the Project Module, students follow the same curriculum as
        that for Building Surveying. This gives students the opportunity to change route
        before the commencement of Level 5 studies, should they so wish.


Module Code        Module Title                                   Credits    Pre-
SV1022             Development & Construction                     30
SV1007             Law 1                                          15
SV1009             Procurement and Financial Management 1         15
SV1003             Design Appraisal                               15         Course Entry
SV1005             Economics (full field only)                    15         requirements
SV 1012            Quantity Surveying Consultancy Projects 1
                   (full field, full-time and sandwich only)      15
SV1020             Business Management (full field only)          15
SV1017             Work Based module 1 (full field part-time

        At Level 5 the course begins to be differentiated more closely from the other
        programmes within the Surveying suite. The concentration at this level is the
        development of technical skills, such as cost planning and pre- and post-
        contract administration and the acquisition of a sound knowledge base in the
        areas of construction law. These studies together with a module in consultancy
        mean that at the end of the Level students are ready to enter their period of
        work placement.

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PROGRAMME SPECIFICATION                                              KINGSTON UNIVERSITY
Quantity Surveying Consultancy, BSc (Hons) – 2008-2009


Module Code        Module Title                                       Credits   Pre-
SV2205             Construction Technology 2                          15
SV2227             Construction Law                                   15
SV2236             Consultancy 2                                      30        Successful
SV2208             Economics of Construction 2                        15        completion
SV2217             Procurement and Financial Management 2             15        of Level 4
SV2092             Research Journal in Context                        15
                   Quantity Surveying Consultancy Projects 2
SV2221             (full field full-time and sandwich only)*          15
                   Work-based module (full field part-time only)
SV2223                                                                15

        Between Levels 5 and 6 students on the sandwich route undertake a Year long
        work placement, in order that they can begin to put their theoretical studies into
        practice. This Year normally counts towards the period required for professional
        competence qualification. At Level 6 the modules develop higher order
        application skills, in which students deepen their knowledge and learn to apply it
        is complex scenarios. At this level some modules are shared with Building
        Surveying whilst some are in common with Real Estate Management, although
        the distinct Quantity Surveying curriculum is also developed via the module in
        Economics of Construction and through the project and Dissertation or Critical
        Practice Project (PT only)


Module Codes         Module Title                                    Credits    Pre-

SV3035               Professional Practice Law                       15
SV3047               Consultancy 3                                   30         Successful
SV3045               Business Economics                              15         completion
SV3515               Strategic Project Management                    15         of Level 5
SV3046               Quantity Surveying Consultancy Projects 3       15
                     (full field full-time and sandwich only)
SV3092               Dissertation (full field only)                  30
SV3042               Work based module (full field part-time only)   15
SV3604               Critical Practice Project (part time only)      30


1.      Students who successfully obtain 120 Level 4 credits and discontinue their
        studies are eligible for the award of a certificate of Higher Education (CertHE).
2.      Students who successfully obtain 120 Level 5 credits (following 120 Level 4
        credits) and discontinue their studies are eligible for the award of a Diploma of
        Higher Education (Dip.HE).
3.      Students who have completed Level 5 may choose (or be required by the
        Programme Assessment Board) to progress to a Degree rather than an Honours
        Degree. This requires the successful completion of 60 Level 6 credits drawn
        from the Level 6 modules.

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PROGRAMME SPECIFICATION                                              KINGSTON UNIVERSITY
Quantity Surveying Consultancy, BSc (Hons) – 2008-2009


         The awards made to students who complete the field or are awarded
          intermediate qualifications comply fully with the Framework for Higher
          Education Qualifications.

         All of the procedures associated with the field comply with the QAA Codes of
          Practice for Higher Education.

         The Course is included within the School of Surveying & Planning’s
          partnership agreement with the Royal Institution of Chartered Surveyors
          (RICS). Students who are awarded an Honours Degree having followed the
          full field or Major field will be eligible for probationer membership of the RICS.

         The Course has recently been accredited by the Chartered Institute of
          Building (CIOB) and graduates from the full field will be deemed to have
          satisfied the academic component of professional membership of CIOB.


        Modules are delivered using a range of techniques appropriate to the particular
        study material. The intention is that the student learning experience will provide
        the student with the knowledge base, competencies and transferable skills
        required of a professional in the real estate industry. The aim is not to try and
        teach students in a prescriptive totally fact based way but to provide them with
        the technical knowledge whilst developing their conceptual, intellectual and key
        skills that they will need in their professional life.

        Each module divides the contact into formal and semi-formal tuition based on
        the perceived needs of the average students and the needs of the module
        content. A range of methods are adopted, including lectures, seminars,
        workshops, laboratory and demonstration sessions are used throughout the
        programme and projects and group exercises, including case studies, will
        provide the mechanism for development of key skills.

        The approach to teaching and learning methods has been guided by the
        following principles:
         to use lecture presentation for the transmission of information. Lectures will
          therefore be used to introduce new material and will normally be backed up
          with hand-outs and reading lists (including the use of Studyspace

         to provide depth of explanation and discussion, and assist the development
          of critical judgment, through seminar work based upon preparatory lectures
          and/or reading;

         to include adequate opportunity for supervised practical work in appropriate

         to provide tutorial support for the learning process as appropriate

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PROGRAMME SPECIFICATION                                            KINGSTON UNIVERSITY
Quantity Surveying Consultancy, BSc (Hons) – 2008-2009

         to use interactive sessions as a learning tool where students respond to pre-
          set work

         to use fieldwork as appropriate to support the relevance of the teaching

         consistent with the foregoing, to provide the student with the maximum
          possible time and opportunity for personal study

         to encourage the maximum direct contact between the student and the
          widest possible range of learning resources (both hardware and software);

         to promote the ability of the student to: use information critically, formulate
          problems as well as solve them, work both under pressure and reflectively,
          communicate effectively through a wide variety of media, work as a member
          of a team and exercise leadership within the team, behave decisively even
          when the volume and quality of information is insufficient to determine the
          'correct' solution to a problem.

        The pattern to be adopted for each module is set out within the module
        descriptor (see the Module Directory). A brief description of the role of each
        learning method is given below.

        Lectures, normally of no more than one hour in duration, will be delivered to an
        entire course cohort with the intention of stimulating thought, creating interest
        and pointing up the major considerations in a particular area of knowledge.
        Wherever possible they will have a strong visual element and students may be
        issued with concise summaries of the main points considered during the lecture
        and the reading and private study which they should undertake in order to
        amplify the knowledge gained and prepare for the next lecture in the series,
        seminar or tutorial period. Essentially the lecture acts as a guide-line around
        which students organize their own learning. Lectures are also useful in dealing
        with areas that are poorly documented.

        These may be a) staff led or b) student led and take the form of a structured
        discussion amongst smaller groups of students (normally not exceeding 20
        students) on a specific question/issue. Staff-led seminars will involve an
        introductory paper by a member of staff who will then direct discussion amongst
        students. Staff-led seminars will be more commonly used in the early stages of
        the course while students may be still relatively unsure about different teaching
        techniques and lacking in background knowledge. Student-led seminars will
        take the form of an introductory paper presented by the student who will then
        organize the discussion amongst the other participating students. Student led
        seminar work may form part of the assessed coursework programme, although
        this will not always be the case.

        Both types of seminar require self-organized learning on the part of the student
        in order to gain a thorough understanding of the topic of debate and to
        participate in the discussion. The student-led seminars clearly require a
        considerable input from one student (or occasionally pairs or groups of students)
        and the careful preparation of subject matter. Such learning methods allow
        students to develop not only a detailed understanding of one issue but also the

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PROGRAMME SPECIFICATION                                              KINGSTON UNIVERSITY
Quantity Surveying Consultancy, BSc (Hons) – 2008-2009

        ability to handle discussion and to present issues in a clear and coherent
        fashion. Student-led seminars will form an important method of assessment for
        some modules. Assessment will generally be based, in such cases, partly on
        the performance of the student in presenting the topic and handling the
        discussion and partly on the written submission of an introductory or follow-up

        Projects are designed to give students the opportunity to undertake an in-depth
        study of one particular issue. They are viewed as an important learning vehicle
        within the School and the staff have built up considerable experience in setting,
        running and assessing projects over a number of years. They are generally staff
        generated but require students (individually or in groups) to organize, and
        develop their own work programmes normally over a number of weeks, although
        this may vary depending on the nature of the assessment and module. Projects
        offer a good opportunity for the inclusion of practical work, original and
        innovative methods of work presentation and interaction with practitioners `in the
        field'. Staff guidance is available throughout the project but the emphasis is on
        student centred learning and creative approaches. The introduction of a project
        module in some routes may allow the integration of assessed subject matter
        across schools within the faculty and form an integral part of the Faculty’s
        interdisciplinary project scheme.

        Group Work
        Team work will play an important role in the academic development of the
        undergraduate. Group work projects, which illustrate the value of this team
        work, will be used to develop interpersonal skills, fostering co-operation and
        supportive peer relationships. As well as utilizing a pro-active approach, with
        students taking responsibility for their own learning, group work will be used to
        increase critical awareness of the students' own abilities and those of their
        colleagues. They will help enable students to criticise and be criticised face to
        face without fear, embarrassment or annoyance and will provide an opportunity
        for peer group assessment.

        Case Studies
        A case study is a particular form of project. It involves the study of a carefully
        chosen example or `case' designed to focus study on a significant topic or
        process and/or to illustrate the complexity of `real world' situations. Students will
        be expected to work independently (individually or in groups). Partly because
        they can approach `complexity' in a focused manner, case studies are especially
        valuable in integrating different threads within the course and in providing a
        synthesis of taught material. They also provide the best opportunity for focused
        interaction with practitioners and the world of practice. Case studies will be
        used extensively for integrated project module exercises.

        A workshop is a form of supervised project of short duration, which is designed
        and suited to develop a particular skill or set of skills. Each workshop is likely to
        be specifically targeted and reasonably `self-contained'. Normally workshops
        are organized in a sequence, during which new skills are accumulated or
        existing ones reinforced. Workshops may also be used for reviewing and
        revising skills and knowledge.

                                         Page 12 of 17
PROGRAMME SPECIFICATION                                            KINGSTON UNIVERSITY
Quantity Surveying Consultancy, BSc (Hons) – 2008-2009

        Tutorials are generally carried out in small groups or one a one-to-one basis and
        are designed to perform both an academic and a pastoral function. Tutorials are
        especially important in terms of guiding students in the organisation and
        completion of projects and coursework and in planning such programmes for
        individual research particularly the dissertation.

        The academic tutor will be responsible for the pastoral care of a student and will
        provide front-line guidance for student problem areas. In areas of academic
        concern the student may also obtain tutorial support from the appropriate
        module leader.

        Business scenarios
        Business scenarios are carried out in small groups and are centred on
        developing interpersonal skills and business awareness. The key approach will
        be to use a wide variety of subject matter outside and within the
        property/construction sector to aid students understanding of the business
        perspective which affects the professional’s role and allows a more appropriate
        solution to be made.



        The School adopts a range of assessment methods, both formative and
        summative, according to the aims of the modules and in order to ensure overall
        learning outcomes.

        The purpose of assessment is to:
         enable judgment to be made in relation to student progress and achievement,
          mapped against modular learning outcomes;
         provide a mechanism for feedback; and
         provide tasks which promote student learning, both individually and, by
          project work and group work, collectively.

        The following criteria are used to steer the choice of assessment methods:
         Each student should be presented through the programme with a range of
          types of assessment which provide variety mapped to module learning
          outcomes, thereby ensuring that the relevant skills and knowledge base are
         Where the over-riding aim is to test knowledge, closed examinations will be a
          preferred option; where other skills and the application of knowledge are
          paramount, projects or practical problems may be used; for the development
          of analytical and research skills, referenced essays and the Dissertation or
          Critical Practice Project are appropriate vehicles;
         Work should become increasingly research-orientated as students progress
          through the course and develop greater independence of leaning;

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PROGRAMME SPECIFICATION                                            KINGSTON UNIVERSITY
Quantity Surveying Consultancy, BSc (Hons) – 2008-2009

         For each module normally more than one summative assessment will be set,
          thus allowing a student to mitigate the effects of an individual poor piece of
         No module will be assessed by examination only, as such method does not
          allow for formal feedback and few modules aim only for the student to acquire
          a fact base;
         Where more than one assessed task is set, the marks will be aggregated as
          set out in the module descriptor;
         Cognizance will be taken of RICS and CIOB requirements at all time;
         Wherever possible programme of assessment should be issued such that
          students are required to have a balanced and sustainable workload through
          the academic year;
         All tasks will be set with published explicit assessment criteria, hand in and
          hand back dates and with and written feedback supplied to students.


        The assessment methods have been chosen for each module with the object of
        most effectively testing the achievement of the aims of that module. In addition,
        and most importantly, the general principle is that the methods chosen must
        contribute to the achievement of the overall learning outcomes of the field.
        Consequently assessment methods aim to assess the development of the full
        range of outcomes from key skills to cognitive development as well as the
        acquisition of knowledge. It follows that a wide range of methods is utilized
        including examinations and coursework briefs ranging from practical exercises
        to essays and reports. All coursework will require, to differing degrees, students
        to research and assemble information and data, analyse it and communicate the
        result either in a paper, report or seminar presentation. As students progress
        through levels the assessments set become more open-ended and the
        Dissertation or Critical Practice Project are self-chosen projects

        Module Assessment Methods

        Each module is individually assessed and the form of the assessment will
        generally be by examination and/or assignment work. The forms of assessment
        for each module are detailed on the module descriptor (Module Directory). The
        forms of assessment used consist of:

           Examinations: These will generally be unseen, invigilated examinations of
            2-3 hours in duration, but some may contain element of seen work. They
            will not simply be a test of recall but will aim to provide an opportunity for
            students to demonstrate under controlled conditions their ability to apply
            their newly gained skills and knowledge to a new and previously unseen set
            of problems. In some modules the examination may be in the "open book"
            form, in which students are provided with references for use during the
            examination or are informed of references that should be consulted before

                                         Page 14 of 17
PROGRAMME SPECIFICATION                                            KINGSTON UNIVERSITY
Quantity Surveying Consultancy, BSc (Hons) – 2008-2009

            the examination. Prepared examinations have been introduced into some
            advanced modules.

           Assignments: Assignments comprise a variety of forms of individual or
            continuous assessed work. These include:
                course papers,
                seminar tests,
                module projects,
                case studies, and
                workshop exercises.

        Some modules, such as the project modules, make extensive use of practical
        test work. Again, the assessment medium will be decided by module leaders
        with due regard to the overall assessment pattern of the course. For those
        objectives that cannot be evaluated by written assignments, non-written
        assessments may be used. These include where oral and interpersonal skills
        are concerned. The choice of such assessments and their relevance to the
        objectives of the individual modules will be at the discretion of the module

        Formative assessments are set where possible to aid student learning. These
        take various forms such as short tests, or seminar presentations.


1.      The minimum entry qualifications for the field are:

        Normally the minimum entry qualifications will be 260 points to include English
        and Mathematics at least at Grade C GCSE. Applicants must hold at least 2
        subjects at Advanced Level or a 12 Unit ACVE. Some proven ability with IT is
        useful. It should be noted that minimum requirements may change from time to
        time depending on Thresholds set by accrediting bodies.

2.      Typical entry qualifications set for entrants to the field are:

        The normal entry qualification will be 280 – 300 points or equivalent, to include
        English and Mathematics at least at Grade C GCSE. Applicants must hold at
        least 2 subjects at Advanced Level or a 12 Unit ACVE. A wide range of subjects
        at advanced level are suitable, but it is preferred if candidates can demonstrate
        strength in a wide range of academic disciplines.

        Mature candidates not holding formal qualifications are considered on an
        individual basis.

        Entry with Advanced Standing

        The University recognizes APL (assessment of Prior Learning) and APEL
        (Assessment of Prior Experiential Learning). Candidates who hold qualifications
        that are deemed to be equivalent to Level 4 may be admitted to Level 5.
        Candidates may also be granted exemption for individual modules at Level 4
        and by exception at Level 5. Students are not normally granted exemption from

                                         Page 15 of 17
PROGRAMME SPECIFICATION                                            KINGSTON UNIVERSITY
Quantity Surveying Consultancy, BSc (Hons) – 2008-2009

        any of Level 5 or Level 6. However, exceptionally and, in due time, holders of
        appropriate Foundation Degrees, candidates ma be admitted to Level 6. This
        will be subject to professional body requirements.

        Normally decisions regarding admission with advanced standing are taken by a
        specially convened committee.


        An honours degree in Quantity Surveying Consultancy opens up a wide range of
        opportunities in both the UK and elsewhere. Of course some of our graduates
        are already in relevant employment having studied on a part-time basis. Others
        may return to their sandwich year employers. Of those who do not, or who have
        studied in the full-time mode, most will seek employment within the consultancy
        sector, either working for a firm of Chartered Surveyors or Chartered Builders
        they will take up Quantity Surveying roles within multi-disciplinary firms. Others
        may follow a career within a construction organization or within a public sector

        Graduates in Quantity Surveying from Kingston have a very good record of
        relevant employment; indeed most seek to enter this field and become
        Chartered Surveyors; others may seek to gain Chartered Builder status.
        However some graduates will choose to enter other fields of work and the
        transferable skills acquired on the course equip students for many different
        employment sectors.


            The field is offered by the School of Surveying & Planning which has a high
             reputation for both the quality of its programmes and for graduate
            The School of Surveying & Planning is a partner institution of the RICS
            The programme is accredited by the Chartered Institute of Building
           The School of Surveying & Planning has been awarded Centre for
            Excellence in Teaching and Learning (CETL) status in acknowledgement of
            its excellent provision; this award has enabled the setting up of C-SCAIPE
            (Centre for Sustainable Communities Achieved through Integrated
            Professional Education).
            Most academic staff are research active and their work is promoted via the
             Real Estate Research Centre (RERC) and/or the Centre fro Sustainable
             Construction (CSC). There is a vibrant programme of research activities
             and relevant current areas of interest and expertise lie in sustainable
             buildings, knowledge management and built environment professional
            Most members of staff are professionally qualified and many are actively
             involved with the professional body as professional Assessors and as
             committee members. Others maintain links to practice through consultancy.

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Quantity Surveying Consultancy, BSc (Hons) – 2008-2009



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